This case study examines the integration of structured reflection and peer dialogue into construction education to support experiential learning in courses with cooperative education (co-op) components. The instructional intervention was implemented in two course sections and consisted of five structured reflection activities aligned with course topics, followed by guided peer discussions. Students were asked to connect their co-op experiences to classroom concepts and share insights in a facilitated learning environment. Student feedback and instructor observations were used to assess engagement with the intervention. Observed outcomes suggest that structured reflection supported students in articulating and interpreting their workplace experiences, while peer dialogue expanded learning by exposing students to diverse project contexts and practices. Engagement with both activities appeared to deepen over time as students became more familiar with the reflective process. This case provides a replicable instructional approach for integrating experiential learning into construction and engineering education. The findings offer practical insights for designing reflection-based learning activities that strengthen the connection between academic content and professional practice.
Reflection is an essential professional competence in engineering, yet opportunities for explicit training, feedback, and assessment remain limited in engineering educational programs. This study investigated how structured learning portfolios support the development of reflective practice in a master's-level project-b...
A. Gerdtsson· SEFI Journal of Engineering...· 0 citations
Reflective practice is widely promoted in teacher professional development and theorized as an individual and technical activity with limited pedagogical process and consequences. This study conceptualizes critical reflection as a pedagogical process rooted within collaborative and participatory professional learning....
Dilli Bahadur Raut, B. P. Pant· KMC Journal· 0 citations
This study aims to design and implement a collaborative Flipped Classroom–Project-Based Learning (FC–PjBL) model within an environmental-oriented geography course in higher education. The research adopts a mixed-methods approach to examine both the learning process and measurable outcomes of the model implementation. T...
Mega Prani Ningsih, E. Rs, W. Utami et al.· IOP Conference Series: Earth...· 0 citations
This study describes the implementation of reflective learning logs based on Learning Outcome Design (LOD) at SMA Negeri 1 Purwokerto and explores perceived and observed developments in students’ learning. A qualitative descriptive, implementation-focused design involved three subject teachers, fifteen Grade XI student...
M. F. Husnayain, Muhammad Rizal Ansori, R. Saputra et al.· Journal of Education Review...· 0 citations
This qualitative study investigates teachers' perspectives and practices regarding Play-Based Learning (PBL) as a pedagogical approach to enhance oral communication skills among young learners aged 3-7 in a Thai international school. The research addresses two main questions: (1) What are teachers' perspectives on usin...
The present research analyzes to what degree ‘learning by doing’ approaches are applied in the didactic planning of student teachers. Based on a constructivist-experiential paradigm, the study emphasizes that lesson planning is a reflective and evaluative action which displays pedagogical comprehension. A research-base...
Judith Maldonado Rivera· Higher Education for the Fut...· 0 citations
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